"Perhaps getting them to do this arithmetic themselves—in Python, in Jupyter—may be the best way to teach what “technology” and “growth” actually mean in economic history."
So just out of curiosity, how do you keep them from just using AI to do the arithmetic? Or asking AI to define what these terms mean? Or maybe AI is allowed in your courses? Also, you seem to be assuming that all Berkeley students know Python and/or Jupyter. Back in my day, barely 10% of college kids even knew BASIC. Have times changed that much? Is is reasonable to expect some valley girl who got into UC Berkeley due to rich parents to know Python? Or maybe some knowledge of computer software is a prerequisite for signing up for your course?
Love the Bresnahan and Gordon article! How many candles are equivalent to a light bulb?
"Perhaps getting them to do this arithmetic themselves—in Python, in Jupyter—may be the best way to teach what “technology” and “growth” actually mean in economic history."
So just out of curiosity, how do you keep them from just using AI to do the arithmetic? Or asking AI to define what these terms mean? Or maybe AI is allowed in your courses? Also, you seem to be assuming that all Berkeley students know Python and/or Jupyter. Back in my day, barely 10% of college kids even knew BASIC. Have times changed that much? Is is reasonable to expect some valley girl who got into UC Berkeley due to rich parents to know Python? Or maybe some knowledge of computer software is a prerequisite for signing up for your course?